STR (Science of Teaching Reading) Exam 3
Questions with 100% Correct Answers
Latest Versions 2025 Graded A+
A third-grade student is struggling with reading
comprehension. In an attempt to determine the root cause,
the teacher assesses their reading fluency, noticing that the
student reads choppily, lacking prosody and automaticity.
Based on the student's fluency assessment, what other skills
should the teacher assess to better inform future
intervention?
phonics and word analysis skills
The teacher's planning would benefit from further information
regarding the specific phonics instruction that would be most
beneficial to the student.
A second-grade teacher is preparing to begin administering
the first reading fluency assessment of the school year.
While listening to her students read aloud, she will evaluate
each student's oral reading to determine their level of
fluency. Of the relevant fluency factors, which is measured
subjectively?
prosody
Prosody is subjective because it measures the student's
intonation and expression. It cannot be done objectively because
the teacher is using his or her judgment to evaluate how the
reading sounds, not identifying concrete errors.
A prekindergarten teacher observes her student pick up a
book and begin flipping through the pages from the back of
the book toward the front of the book. This is evidence that
,the student has not yet mastered which of the following
skills?
print concepts
Text directionality, understanding the direction that text is read, is
a print concept skill. This child would benefit from a combination
of explicit instruction on text directionality and continued
modeling.
A third-grade teacher is working to improve student
motivation in her classroom. Overall, her students tend to
work hard when she provides extrinsic motivations, but she
would like them to be more intrinsically motivated. Which of
the following would be the least effective strategy to increase
intrinsic motivation among her students?
keeping a log of all assessment scores in their notebook
Grades are generally related to extrinsic motivation because a
student would be working hard for the external reward or
receiving a good grade rather than the value of the knowledge
itself.
A second-grade reading teacher plans to regularly
incorporate all of the skills that support reading
comprehension. For an upcoming reading activity, the
teacher has marked several locations in the text. When the
students reach each of the pre-marked locations, they will
stop and turn to their partner to make a comment, ask a
question, make a connection, or make a prediction. Which
reading comprehension skill is the teacher supporting with
this activity?
self-monitoring or metacognition
This activity requires students to check in periodically and think
,about what they are reading. This will help them self-monitor their
comprehension.
After recognizing a reading comprehension issue, a third-
grade teacher evaluated the student and determined that
they do not read fluently. In addition to working on
developing improved reading fluency, how should the
teacher provide support to the student who is also working
to develop reading comprehension skills?
provide opportunities to use audiobooks for reading
comprehension activities
If the student is using an audiobook, they can focus on
comprehension instead of focusing on decoding the words. This
will help the student build comprehension skills without
interference from fluency challenges.
A kindergarten teacher has spent time each day working with
her students to explore many of the word families common in
the English language. Before moving on to new skills, the
teacher individually assesses each student by holding up a
series of words and asking the student to read them aloud.
While most of the students were proficient at decoding these
CVC words, some of the students continued to struggle. The
following depicts the teacher's notes on one student's
assessment:
Word List Student Response
cat ✓
met /m/ /ĭ/ /t/
bat /b/ /ŏ/ /t/
pot /p/ /ŭ/ /t/
wet /w/ /ī/ /t/
fit No answer
Which of the following is the best example of a lesson that
, may have led up to the individual assessments described in
the above scenario?
The students work with a partner to use letter tiles to explore
building different words within the day's word family, sharing out
any words they find with the class.
This activity helps support student understanding of word families.
The skills practiced in this activity will support their ability to
decode and encode words.
A kindergarten teacher has spent time each day working with
her students to explore many of the word families common in
the English language. Before moving on to new skills, the
teacher individually assesses each student by holding up a
series of words and asking the student to read them aloud.
While most of the students were proficient at decoding these
CVC words, some of the students continued to struggle. The
following depicts the teacher's notes on one student's
assessment:
Word List Student Response
cat ✓
met /m/ /ĭ/ /t/
bat /b/ /ŏ/ /t/
pot /p/ /ŭ/ /t/
wet /w/ /ī/ /t/
fit No answer
Which of the following is most likely to be the next phonics
skill that the teacher will cover with the kindergarten class?
CCVC words
It would be reasonable to expect that the teacher would now
cover CCVC words because they will build on the word family
Questions with 100% Correct Answers
Latest Versions 2025 Graded A+
A third-grade student is struggling with reading
comprehension. In an attempt to determine the root cause,
the teacher assesses their reading fluency, noticing that the
student reads choppily, lacking prosody and automaticity.
Based on the student's fluency assessment, what other skills
should the teacher assess to better inform future
intervention?
phonics and word analysis skills
The teacher's planning would benefit from further information
regarding the specific phonics instruction that would be most
beneficial to the student.
A second-grade teacher is preparing to begin administering
the first reading fluency assessment of the school year.
While listening to her students read aloud, she will evaluate
each student's oral reading to determine their level of
fluency. Of the relevant fluency factors, which is measured
subjectively?
prosody
Prosody is subjective because it measures the student's
intonation and expression. It cannot be done objectively because
the teacher is using his or her judgment to evaluate how the
reading sounds, not identifying concrete errors.
A prekindergarten teacher observes her student pick up a
book and begin flipping through the pages from the back of
the book toward the front of the book. This is evidence that
,the student has not yet mastered which of the following
skills?
print concepts
Text directionality, understanding the direction that text is read, is
a print concept skill. This child would benefit from a combination
of explicit instruction on text directionality and continued
modeling.
A third-grade teacher is working to improve student
motivation in her classroom. Overall, her students tend to
work hard when she provides extrinsic motivations, but she
would like them to be more intrinsically motivated. Which of
the following would be the least effective strategy to increase
intrinsic motivation among her students?
keeping a log of all assessment scores in their notebook
Grades are generally related to extrinsic motivation because a
student would be working hard for the external reward or
receiving a good grade rather than the value of the knowledge
itself.
A second-grade reading teacher plans to regularly
incorporate all of the skills that support reading
comprehension. For an upcoming reading activity, the
teacher has marked several locations in the text. When the
students reach each of the pre-marked locations, they will
stop and turn to their partner to make a comment, ask a
question, make a connection, or make a prediction. Which
reading comprehension skill is the teacher supporting with
this activity?
self-monitoring or metacognition
This activity requires students to check in periodically and think
,about what they are reading. This will help them self-monitor their
comprehension.
After recognizing a reading comprehension issue, a third-
grade teacher evaluated the student and determined that
they do not read fluently. In addition to working on
developing improved reading fluency, how should the
teacher provide support to the student who is also working
to develop reading comprehension skills?
provide opportunities to use audiobooks for reading
comprehension activities
If the student is using an audiobook, they can focus on
comprehension instead of focusing on decoding the words. This
will help the student build comprehension skills without
interference from fluency challenges.
A kindergarten teacher has spent time each day working with
her students to explore many of the word families common in
the English language. Before moving on to new skills, the
teacher individually assesses each student by holding up a
series of words and asking the student to read them aloud.
While most of the students were proficient at decoding these
CVC words, some of the students continued to struggle. The
following depicts the teacher's notes on one student's
assessment:
Word List Student Response
cat ✓
met /m/ /ĭ/ /t/
bat /b/ /ŏ/ /t/
pot /p/ /ŭ/ /t/
wet /w/ /ī/ /t/
fit No answer
Which of the following is the best example of a lesson that
, may have led up to the individual assessments described in
the above scenario?
The students work with a partner to use letter tiles to explore
building different words within the day's word family, sharing out
any words they find with the class.
This activity helps support student understanding of word families.
The skills practiced in this activity will support their ability to
decode and encode words.
A kindergarten teacher has spent time each day working with
her students to explore many of the word families common in
the English language. Before moving on to new skills, the
teacher individually assesses each student by holding up a
series of words and asking the student to read them aloud.
While most of the students were proficient at decoding these
CVC words, some of the students continued to struggle. The
following depicts the teacher's notes on one student's
assessment:
Word List Student Response
cat ✓
met /m/ /ĭ/ /t/
bat /b/ /ŏ/ /t/
pot /p/ /ŭ/ /t/
wet /w/ /ī/ /t/
fit No answer
Which of the following is most likely to be the next phonics
skill that the teacher will cover with the kindergarten class?
CCVC words
It would be reasonable to expect that the teacher would now
cover CCVC words because they will build on the word family
